Day J A
Phys Ther. 1986 Oct;66(10):1555-62. doi: 10.1093/ptj/66.10.1555.
This study was conducted to determine the efficacy of the Graduate Record Examination-Analytical (GRE-A) score in predicting the final grade point averages (GPAs) of student in physical therapy education programs. Data from four entry-level master's degree physical therapy programs were analyzed using a step-wise multiple regression analysis procedure. The data were grouped to determine differences between the experimental and the newly revised formats of the GRE-A measure, in addition to any differences among programs. The GRE-A score was a significant (p less than .05) predictor of final GPA in some instances in two of the four programs, regardless of format. In two programs, the GRE-A score was not a statistically significant predictor, regardless of format or how scores were grouped. The GRE-A score was not as useful alone as when combined with other predictor variables such as preadmission overall GPA, sex, and race. Further research is needed with a larger sample of students to assess more thoroughly the newly revised format of the GRE-A measure.
本研究旨在确定研究生入学考试分析部分（GRE-A）成绩在预测物理治疗教育项目学生最终平均绩点（GPA）方面的有效性。使用逐步多元回归分析程序对来自四个入门级硕士学位物理治疗项目的数据进行了分析。除了各项目之间的差异外，数据还进行了分组，以确定GRE-A测试的实验形式与新修订形式之间的差异。在四个项目中的两个项目中，无论采用何种形式，GRE-A成绩在某些情况下都是最终GPA的显著预测指标（p小于0.05）。在两个项目中，无论采用何种形式或分数如何分组，GRE-A成绩都不是具有统计学意义的预测指标。GRE-A成绩单独使用时不如与其他预测变量（如入学前总GPA、性别和种族）结合使用时有用。需要对更多学生样本进行进一步研究，以更全面地评估GRE-A测试的新修订形式。
